| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Transition to the Profession 1 |
| Unit ID: | EDCEL2114 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED1017) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED2114 and EDCEL2115 and EEZED2711 and EEZED2722) |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces Pre-Service Teachers (PSTs) to the individual and collective understandings of the education profession. It frames learning within the context of developing practices and knowledge associated with becoming an active and engaged professional teacher. Verbal and non-verbal communication strategies to support student learning and engagement are examined. Effective communication strategies to work effectively with the professional learning community and parents/carers are considered. Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to students and describe strategies that support student safety in educational settings. A 15 day professional experience is attached to this unit. During the placement, students will continue to develop skills and knowledge aligned with the Australian Professional Standards for Teachers (APST) through authentic, practical experiences under the guidance of qualified mentors. This placement will be completed in an education setting relevant to the specific student’s course of study. Throughout the placement, PSTs are required to complete designated professional learning activities in collaboration with their assigned mentors. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 15 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Connect theoretical learning with the practice of teaching in an authentic education environment |
|
| K2. | Receive and reflect on critical and meaningful feedback |
|
| K3. | Inquire into their own and others teaching practice appropriate to the professional experience setting |
|
| K4. | Investigate a range of current communication models for teaching |
|
| K5. | Identify verbal and non-verbal communication strategies that support student engagement |
|
| K6. | Explore types of assessment data that can be used to assess student learning and strategies to communicate feedback to students and parents/carers |
|
| K7. | Examine a range of legal and ethical issues relevant to the teaching profession |
|
| K8. | List the mandatory reporting requirements associated with teaching |
|
| K9. | Identify strategies to maintain student wellbeing and safety in educational contexts |
|
| K10. | Understand constructive feedback principles used in the profession |
|
| K11. | Explore the APST and the purpose of these in the profession to identify professional learning needs |
|
| Skills: |
| S1. | Negotiate professional duties and teaching and learning tasks with the supervising mentor |
|
| S2. | Set personal goals for future learning and research |
|
| S3. | Reflect on strengths and future needs as a learner and as a teacher |
|
| S4. | Document lesson planning |
|
| S5. | Examine a range of verbal and non-verbal communication strategies to enhance teaching and learning |
|
| S6. | Articulate understandings of the legal, code of conduct and ethical responsibilities associated with teaching |
|
| S7. | Explain mandatory reporting requirements associated with teaching |
|
| S8. | Utilise constructive feedback principles to improve teaching practice |
|
| S9. | Identify strategies to provide constructive feedback to enhance student learning and inform parents/carers |
|
| Application of knowledge and skills: |
| A1. | Nominate, complete and document personal learning tasks that are relevant to the placement setting |
|
| A2. | Reflect-on-action related to personal learning in an on-line journal |
|
| A3. | Develop an online resource folder that includes tasks based on the Professional Standards, as well other learning |
|
| A4. | Identify two communicative events - one verbal and one non verbal - that could be enhanced and develop a plan of action |
|
| A5. | Investigate assessment data that are used to enhance teaching and learning in the classroom and make connections to communication strategies to provide feedback to students and their parents/carers. |
|
| A6. | Examine a case study of an ethical, code of conduct or safety scenario and provide resolutions articulating how legislative requirements are met. |
|
| Unit Content: |
Topics to be covered:
• Dynamic communication models applicable to teaching and learning, including the transactional model
• Verbal and non-verbal communication strategies to support student learning and engagement in the classroom Communication strategies to involve parents/carers in the educative process
• Teaching and learning as a communication process
• Introduction to using a range of assessment data to inform teaching and learning Becoming a teacher (Introduction to the profession)
• Readiness for the professional experience placement
• Introduction to legislative requirements, ethics, codes of conduct and mandatory reporting Strategies to maintain student wellbeing and safety in educational contexts
• Constructive feedback principles using the transactional process model Professional experience placement requirements
• Australian Professional Standards Teachers (APST) and purpose in the teaching profession. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K9, K10, K11, S1, S2, S3, S4, A1, A2, A3 | Completion and submission of the following Placement Assessment Reports: Assessment report aligned to Australian Professional Standards for Teachers (APST) (Form A), completed in collaboration with School/Agency Mentor. Professional Learning Log (Form B), completed in consultation with School/Agency mentor to establish learning goals for current and future professional experience. | Hurdle | S/U | | 2. | K1, K2, K3, K9, K10, K11, S1, S2, S3, S4, A1, A2, A3 | Successful completion of 15 days placement. | Hurdle | S/U | | 3. | K4, K5, K6, S5, S9, A4 | Using a scenario of student learning in the classroom, identify and describe the communication strategies used by the teacher in the scenario. Identify two communicative events – one verbal and one non-verbal - that could be enhanced and develop a written plan of action. | Group Presentation | 30% - 40% | | 4. | K4, K5, K6, S5, S8, S9, A5 | Investigate assessment data that are used to assess student learning.
Make connections to the communication strategies that could be used by the teacher to discuss the data with the student and parents/carers. | Written report | 40% - 50% | | 5. | K7, K8, S6, S7, A6 | Examine a case study of an ethical, code of conduct or safety scenario. Consult the relevant legislative documents and prepare a presentation about the scenario, and resolutions articulating how legislative requirements are met. | Digital presentation | 20% - 30% |
|